Outcome-Based Education (OBE) Course Design / Syllabus

in Economic History of the Philippines

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their standards of living and be conscientious agents of heritage and natural resources, responsive to the demands of local, national and global communities.

Mission of Bago City College: Bago City College is committed to provide education, develop graduates with ethical and moral values who are innovative, service-oriented and globally
competitive.

Goals of Bago City College: Provide a strong training ground in various academic and technical programs. Enhance knowledge and skills through competence assessment. Establish job linkages
with industries for exposure and training of students in their chosen fields. Train and produce graduates who can provide skills and expertise in their respective field. Provide more opportunities
for alumni to be a part of a competent pool of professionals in nation-building.

College of Arts Mission, Vision, and Objectives

Mission: The College of Arts is committed to prepare the individual to be competent in his area of discipline, self-reliant, and imbued with the right values, and actively involved in the total
development of oneself and of the society wherein he a member.

Vision: The College of Arts foresees the resurgence of the appreciation for the arts and its allied fields and is committed to meet its demands

Philosophy: The College of Arts shall judiciously cater to the demand for a strong Liberal Arts Education.

Goal: The College of Arts envisions to produce disciplined and self-reliant individuals imbued with the right values who are expert in their fields.

Objectives:
The College of Arts aims to:
1. Provide competent instruction in one’s area of discipline and allied fields;
2. Develop every individual’s full potential through varied and wholesome experiences and opportunities to enhance one’s growth; and
3. Imbue every individual with the right values, attitude, and a strong belief in one Supreme Being.

Core Values: Artistic – Reliable – Trustworthy – Integrity – Articulate – Nimble – Steadfast

 Course Name ECONOMIC HISTORY OF THE PHILIPPINES

Course Credit 3 Hours

Course Description
Contact Hours/ Week
This course involves the study of the major developments and themes in Philippine economic history from the pre-16th century to the present. The
course provides insights into the conceptual and structural economic transformation-from a largely communal land ownership, barter and exchange, to
more complex modes of economic transactions, structures, institutions, and fiscal programs that evolved during the Spanish and American occupation,
Japanese interregnum and contemporary period.
54 Hours

Prerequisite none
The learner has reliably demonstrated the ability to:

1. Explain how the economic institutions in the country had changed and continued over time;
Course Outcomes 2. Identify and analyze the economic and non-economic factors that had affected the performance of the Philippine economy;
3. Assess how the Philippine presidents attempted to address the economic problems;
4. Examine the Philippine government’s dealings with the international financial organizations.

COURSE OUTLINE AND TIME FRAMES

Week 1 Orientation
Week 2-3 Economy of the Early Times
Week 4-7 Economy Under Martial Law
Week 8-10 Economy Under New Constitution
Week 11-12 Philippine Economic Crises
Week 13-15 The Rise of Philippine Economy
Week 16-18 Economy Under Benigno Aquino III

Learning Plan
 Teaching and
Intended Learning Course Content/ Assessment of Resource Time
Textbooks/ References Learning Activities
Outcomes (ILO) Subject Matter Tasks (ATs) Materials Table
(TLAs)
At the end of the Unit, Unit 1 Syllabus • Group Discussion: • Using a rubric: Piece of paper 3 hours
the students must have: Discuss additional policies pen
Orientation to Write an essay:
1. Discussed the course,
be applied in the duration What are your
its requirements and
1. Introduction to of the course expectations of the
the classroom policies.
1.1. Defined terms the course following:
that are related to 2. The course • The teacher
the course requirements • The class
1.2. Written and set a. The grading • The course
proper expectations system
2. Written an essay about b. Getting to
their expectations of know you
the teacher, the class (introductions)
and the course 3. House rules

At the end of the Unit, Unit 2
the students must have: Economy of the Early Times
1. Identified the factors
that made the
economy survive in the
pre- colonial times
2. Differentiated the kind
of economy the country
had with different
colonizers
http://factsanddetails.com/ • Concept Mapping • Using a rubric: Marker 9 hours
southeastasia/Philippines/su Divide the class into 4 groups. Manila Paper/
b5 _6g/entry-3916.html Each member of the group Presentation of Colored Paper
a. Pre-colonial should think of unique group outputs
Philippine Economy elements that may have
contributed to the survival
b. Economy Under of early Philippine economy
the Spanish, • Venn Diagram
American and Let each student make an
Japanese overlapping diagram showing
Occupation the differences and similarities
c. Economic of the Philippine economy Presentation of outputs
Development in during each passing colonizer
the Philippines in
the Early 20th
Century
d. Economic
Development in
the Philippines in
the
1950s and 60s
At the end of the Unit, the Unit 3 http://factsanddetails.com/ • Chain Notes • Using a rubric: Pieces of Paper 9 hours
students must have: Economy Under Martial Law southeast-asia/Philippines/ The teacher will ask the Pen
 1. Enumerated the a. Philippine Economy sub5 _6g/entry-3916.html students to enumerate the Presentation of
economic under Marcos economic developments outputs. (The last to
developments under b. Impact of Martial Law under the Marcos answer will report the
the Marcos on the Philippine Administration. The first gathered responses.)
Administration Economy in the student adds a response and
2. Written an essay of the 1970s and 80s then passes the page along to
impacts of Martial Law gather more responses.
in the Philippine • Brainstorming
Economy Let the students reflect on the Write an essay:
effects of Martial Law in
the Philippine economy. In your opinion, did
Martial Law have a
positive or negative
effect on the
Philippine Economy
during that time?
Support your
answer.
At the end of the Unit, Unit 4 http://factsanddetails.com/ • Group Discussion • Using a rubric: LCD Projector 12 hours
the students must have: Economy under southeast-asia/Philippines/ Divide the class into 4 groups. Laptop
1. Differentiated the New Constitution sub5 _6g/entry-3916.html Each group will be assigned Presentation of Piece of paper
status of Philippine one president. They will group outputs. Pen
economy during a discuss the economic
a. Philippines Economy
particular status within that
Under Cory Aquino
administration president’s administration
2. Discuss the b. Economic Policy including all aspects of
economic policies Under Cory Aquino economy and economic
ordered by different c. Economy Under policies.
presidents Ramos • Interview
With the same groupings, let
d. Economy Under the students interview 2-3 Presentation of
Estrada adults and ask them about group outputs.
e. Economy Under their insights on the state of
Arroyo the country during the
administration of the
assigned
president
At the end of the Unit, Unit 5 http://factsanddetails.com/ • Concept Mapping • Using a rubric: Piece of paper 6 hours
the students must have: Philippine Economic Crises southeast-asia/Philippines/ Divide the class into 2 groups. Pen
1. Identified economic and a. Asian Economic sub5 _6g/entry-3916.html One will be assigned for Presentation of Coloring
non-economic factors Crisis in the economic factors and group outputs. materials
causing an economic Philippines in 1997- the other for non-
crisis 98 economic
b. Philippines and the factors that cause an
 2. Explain the effect of Global Economic economic crisis.
international economic Crisis in 2008 and • Sketchnoting
crises to the economy 2009 Let the students sketch what
of the Philippines they think as the effect of
international economic crises Presentation of outputs.
to the economy of the
Philippines
At the end of the Unit, Unit 6 http://factsanddetails.com/ • One liner • Recitation log Piece of paper 6 hours
the students must have: The Rise of southeast-asia/Philippines/ Divide the class into 2 groups. Pen
1. Identified economic Philippine Economy sub5 _6g/entry-3916.html Let them think of the Recitation points Coloring
and non-economic a. Philippine Economy economic and non-economic Materials
factors causing an Picks Up in the Mid factors causing economic
economy to rise 2000s rise. Each member will have a
2. Explain the effect of b. Philippine Economy turn to give a one-word
the rise of economy to Picks Up in the Mid answer to the question • Using a rubric:
the employment rate in 2010s • Research
the country Let the students research Interconnected
about the effect of the
economic rise to the diagram
employment rate of a Make an
place. interconnected diagram
showing the
relationship between
economic rise and
employment rate. Use
drawings, colors and
captions.
At the end of the Unit, Unit 7 http://factsanddetails.com/ • Research • Using a rubric: Piece of paper 9 hours
the students must have: Economy Under Benigno southeast-asia/Philippines/ Let the students go to the Pen
1. Analyzed the cause of Aquino III sub5 _6g/entry-3916.html library and research about Research Paper:
high unemployment rate the economy, employment, How does economy affect
despite improved and the Aquino the employment rate?
a. Philippines Economy
economy Administration. What are the projects of the
Improves But
2. Discussed the Aquino Administration that
Doesn’t Create So
implications of the helped boost the economy?
Many Jobs
economic projects of What is the importance of
the Aquino b. President Benigno stabilizing the economy?
Administration Acquino III and the
3. Appreciate the Failure to Create
importance of Jobs
stabilizing the economy c. Philippine Economy
 Grows 7.2 Percent
in 2013
d. Philippines Gets First-
 Ever Investment
Grade Rating
e. Philippine Economy in
2014

Suggested
Readings and Course Syllabus in Economic History of the Philippines
References
hhttp://factsanddetails.com/southeast-asia/Philippines/sub5_6g/entry-3916.html
https://www.historycentral.com/nationbynation/Philippines/Economy.html
http://www.fef.org.ph/gerardo-sicat/philippine-economic-history-since-the-1930s-in-perspective/
https://www.heritage.org/asia/report/the-roots-the-philippines-economic-troubles
http://www.applet-magic.com/philippines.html
https://www.economist.com/graphic-detail/2016/05/06/a-guide-to-the-philippines-history-economy-and-politics
http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8446.2004.00124.x/pdf
https://www.jstor.org/stable/27913387
http://countrystudies.us/philippines/57.html
http://cnnphilippines.com/news/2018/09/22/Martial-law-economy.html
https://www.entrepreneur.com.ph/news-and-events/how-did-the-declaration-of-martial-law-in-1972-impact-the-economy-a1673-20170921
http://countrystudies.us/philippines/58.html
http://factsanddetails.com/southeast-asia/Philippines/sub5_6b/entry-3851.html
https://opinion.inquirer.net/90004/presidential-economic-legacies
http://www.coryaquino.ph/index.php/works/article/170b461a-f2e5-11df-b3cf-001617d76479
http://factsanddetails.com/southeast-asia/Philippines/sub5_6b/entry-3852.html
http://www.grips.ac.jp/forum/pdf07/07june07/canlas1.pdf
http://aer.ph/the-political-economy-under-the-estrada-administration/
https://www.scribd.com/presentation/151979815/Joseph-Estrada
https://asiancorrespondent.com/2010/06/dark-legacies-the-philippine-economy-under-arroyo/
https://tribune.net.ph/index.php/2019/04/02/the-economic-legacy-of-gloria-macapagal-arroyo/
https://www.rappler.com/business/economy-watch/136536-president-aquino-economy-legacy
http://aer.ph/industrialpolicy/wp-content/uploads/2016/03/Assessment-of-Econonomic-Performance-of-Aquino-2016.pdf
http://www.fef.org.ph/gerardo-sicat/the-philippine-economy-and-benigno-aquino-iiis-presidency-2010-2016/
Course Oral and Written
Requirements Reports Periodical
Examination
Grading System Class Standing (Quizzes, Attendance, Participation (Performance based),
Written Tasks : 30%
Performance Task : 30%
Examination : 40%
TOTAL 100%

Prelim Grade : 30%

Midterm Grade : 30%
Final Grade : 40%
Grade 100%
Classroom Be Punctual
Policies 15 minutes late is considered
Absent 3 Late is equivalent to one
absent
6 absences is considered DROPPED
Observe deadlines in submitting the different
requirements Bring your own materials (ball pen, papers,
etc.)